A series of e-debates on WASH in Schools topics taking place in 2012.
Over the past three months, IRC has had the pleasure of hosting three e-debates around topics inspired by questions asked during the implementation of the SWASH+ Project, an action-research school WASH project in Kenya. The results from the debates have infiltrated key international working groups. These include the JMP post-2015 working group, the Sustainable Sanitation Alliance (SuSanA) and the UNICEF WASH in schools working group. The three e-debates attracted 27 participants who submitted 31 arguments in total.
Will local governments ever be able to meet policy obligations for WASH in schools? Join the debate!
You are invited to join the 3rd and final e-debate on WASH in Schools, inspired by lessons from the SWASH+ Project. It will take place from 5-23 November.
The focus on this last e-debate is on whether local governments will or will not be able to generate enough resources to meet their policy obligations.
A narrow majority of participants in an e-debate did not think that external funding for WASH in Schools undermines national and local commitment. From 1 - 12 October 2012, 15 participants discussed the issue of external funding in the second of three e-debates inspired by the SWASH+ Project. One of the participants adequately summarised the debate noting “ It is difficult to place oneself on the yes or no side of this argument. In an ideal situation – that most of us are striving for – school WASH would be provided by governments. This is the end game, but we are clearly not there yet .”
You are invited to join the second in a series of three e-debates on WASH in Schools, inspired by lessons from the SWASH+ Project. It will take place from 1-12 October. The key question that we are raising in this e-debate is: When NGOs, donors and other stakeholders fund direct delivery of school WASH services do they undermine the commitment of national governments and communities to do so?
The JMP Post-2015 Working Groups have proposed targets and indicators for WASH in schools to be included in future global monitoring of water, sanitation and hygiene. Have they got it right or should they start again from scratch? Overall, most participants in an e-debate on this topic think that they did get it right, but that the indicators still needed refining to make them really useful and easy to monitor.
Join the e-debate: Are the JMP Post-2015 indicators on WASH in Schools a step in the right direction?
Do you want to influence the global Post-2015 WASH agenda? Do you want to ensure that WASH in Schools gets the prominence it deserves? If you do, then join the e-debate on the JMP Post-2015 indicators for WASH in schools. The results will serve as an input for the public consultation of the JMP Post-2015 Working Groups, which ends on September 20, 2012.
The e-debate starts 3 September and is this first in a series of three on WASH in Schools scheduled for the coming months. The topics are inspired by questions asked during the implementation of the SWASH+ project, an action-research school WASH project in Kenya. Make your voice heard and join in on http://washurl.net/bg3fhz !
There are three WASH in Schools e-debates scheduled for the coming months. The e-debates are taking place in the first week of September, October and November 2012 respectively and will focus specifically on WASH in Schools issues. The topics are inspired by questions asked during the implementation of the SWASH+ Project, an action-research school WASH project in Kenya.
Data for decision making, costs and services of WASH in schools
During SACOSAN VI Splash, BRAC WASH and IRC hosted a side event on data for decision making using schools as an entry point. As there is growing demand for measuring the quality of services, especially in schools, as part of attaining the Sustainable Development Goals, this methodology will help the decision makers to make progress. They get insight into how much they have to spend to get from no service or a below-standard service level to a basic or improved service level, and what data is required at baseline for informed planning and implementation. The basic level indicates if the programme has achieved the national standard and if there is a gap how much has to be invested to bridge that gap.
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